Barbara Hitchcox, secondary ICT consultant, reviews a number of resources now available to support KS4 qualifications

Key Stage 4 Text Book Review

As many ICT departments begin delivery of new KS4 ICT GCSE courses, subject leaders may be considering which textbooks to buy to support delivery of their chosen course. Below is a review of a selection of textbooks published to support delivery of a variety of GCSE syllabi.

1. Sargent, Brian, (2005) Information and Communication Technology for GCSE coursework book, London, Hodder Murray.

This book, which is an OCR approved publication, follows both the OCR A short and full course syllabus requirements in a logical format.  Aimed at students, it is also an extremely useful guide for both the new and experienced teacher of the syllabus as it describes in full detail each step needed to meet the requirements of the mark criteria.  Chapter one focuses on Project 1a, beginning with a selection of suggested tasks which might be undertaken and then going on to demonstrate, with examples, what students need to do to achieve the main body of marks and the ‘additional skills’ marks.  The step-by-step instructions are then followed by an example of a project which will give both the student and the teacher a clear understanding of what a project which achieves good marks might look like. This chapter commences with an explanation of the total marks awarded and where in the project they were allocated.

Chapters 2, 3, 4 and 5 follow the same format as above but for project 1b, with each chapter considering the requirements for one of the four options: handling data, modelling, control and measuring.  Each exemplifies the requirements by means of an example project to give a clear idea of what the completed task should look like.

Finally, chapter 6 looks at project 2 which constitutes the requirement for the full course, describing what needs to be done as well as giving suggestions for appropriate projects.  In a similar style to chapters 1-6 (requirements for the short course), the chapter delivers a step-by-step account for each stage of the process and follows with an exemplar project based on a car company accompanied by detailed mark break-down.

The consultants highly recommend this book to anyone delivering OCR A; if used in conjunction with the syllabus it provides a fail-safe guide for both the teacher’s delivery of the course and the students’ progression through to the production of the final product.

2. Cushing, Steve, GCSE Information and Communication Technology for OCR Specification B, 2001, Oxford, Heinemann

Like the OCR A textbook reviewed above, this text is also endorsed by OCR, but unlike the OCR A book, this one bears little direct resemblance to the syllabus and mark scheme requirements.  Instead, it consists of six sections each of which looks at the use of ICT in one of the themes set by the board, including the use of ICT in the health care services, the entertainment industry, the banking and finance sector, travel and retail and finally, designing information systems.  While it may be useful in giving students an insight into the use of ICT in the various sectors, it gives little insight into how the coursework might be structured or what it should contain.  As an example, the section on retail, which should relate to the 2005 topic ‘Future Fashions’ has sections on ‘location and gravity modelling’, ‘manufacturers as customers’ and ‘virtual reality shopping’ to name but a few.  While knowledge of these issues may give students a better insight into the retail industry they bear little resemblance to the skills and knowledge required by students to enable them to design an ICT system for the company, such as a payroll.

3. Ramkaran, A., (2003) GCSE Bitesize Revision Check and Test ICT, London, BBC Educational Publishing

This handy little BBC publication follows a similar format to the GCSE Bitesize ICT website but has sections on computer systems, the system life cycle, data entry, applications, processing, security, networks and communication, ICT and society and legal aspects with a final section giving answers to the ‘test yourself’ sections throughout the book. Containing 100 useful things students need to know, it is great for quick reference, giving factual information and definitions and to ‘brush up’ on checking knowledge and understanding before an exam.
 

4. Walmsley, D., Sargent, B., Hinder, A. (2005) Information and Communication Technology for GCSE, London, Hodder & Stoughton

This textbook, which is endorsed by OCR as ‘recognising achievement’, is another written to support the delivery of OCR A short or full course and would also provide valuable support for the theory aspects for OCR B.  The book is divided into five sections, the first three of which look at theoretical knowledge required for the short and full course and cover computer systems, communications technology and information management, applications systems, practical skills and understanding relating to the use of ICT applications.  The final three sections consider how to approach the coursework for the short course (projects 1a and 1b), problem solving using ICT in preparation for the full course project and finally exam preparation.  The index makes checking facts and meanings quick and easy while the comprehensive text covers what students need to know for both the coursework and the theory in good, clear detail.  Notes in the margins in blue boxes give summaries of key points and each chapter finishes with a selection of short test questions. 
 

5. Harber-Stuart, C. and various other contributors, (2004) GCSE ICT Information Communication Technology The Revision Guide, Kirkby in Furness, Coordination Group Publications

This A4 sized paperback is written in student-friendly language and illustrated with cartoon images.  While at first glance it appears somewhat confusing in layout, it does cover the facts, which students aiming for AQA, Edexcel and OCR GCSE qualifications need to grasp.  At the beginning it gives students the wise advice that many don’t seem to absorb: ‘Whatever subject you’re doing it’s the same old story – there are lots of facts and you’ve just got to learn them.  KS4 ICT is no different’.  The style of this text aims to help students do just that by giving them the facts in a language that they can understand and with humour, which will help them to retain the information.  It may, however, not appeal to the more serious student who will prefer a more traditional text for research and revision.  The book includes sections on computer systems, systems analysis, text and images, spreadsheets and databases, control and measurement, the Internet, ICT in the real world and ICT and society, with a key word index for easy reference.

6. Cushing, S., (2002) GCSE Exam Secrets, Information and Communication Technology, London, Letts

The front cover of this book claims to offer the ultimate exam practice, including C-A* success, exam questions, model answers and full mock exam, with secrets for achieving grade A.  The book is not endorsed by any board, does not offer coursework advice and is generic for exam skills and preparation for all courses.  There are sections on systems and hardware, input process and output, operating environments, applications, networks, internet and email, data, designing systems, health and safety and finally mock examination questions and answers.  All sections except the final one are divided into sample GCSE questions, model answers, question bank and question bank answers.  This is a book which really demonstrates what students need to know to succeed in their ICT exam, with advice on what examiners look for, exam technique and different types of question as well as what makes an A/A*, B or C grade candidate.  An excellent aid for the aspect of the GCSE qualification which sometimes tends to be just ‘tacked on’ at the end of the coursework.

7. Evans, P., (2004) GCSE ICT 3^rd Edition, Ipswich, Payne-Gallway

Another book to support any GCSE ICT syllabus with chapters on the various aspects required for theoretical understanding of the subject plus four case studies: ICT in supermarkets, ICT and the police, ICT in manufacturing and ICT and banks.  Each chapter has a final section with questions and tasks to help students prepare for the exam and each case study shows theory put into practice with real-life scenarios.  With clear, detailed text and useful illustrations, this book would be more suited to students with good reading ability.

8. Lynch, G., Matthews. S., (2005) Information and Communication Technology for CCEA GCSE, London, Hodder Murray

This textbook is designed to assist students in meeting the requirements of both the short and full course CCEA ICT GCSE.  A pink bar on the side of the page only identifies materials supporting the requirements for the full course and all other materials support both the full and short course.  Divided into three sections the first looks at web browsers, email, word processing, presentation packages, graphics, information handling and spreadsheet packages.  The second section – Understanding of ICT Systems in Everyday Life looks at ICT components, information systems, digital communication systems and applications of ICT with a questions section at the end.  Finally, the third section focuses on the implications of ICT for individuals, organisations and society with a questions section, followed by advice on assessment and a glossary.  This is a fairly dense book with good step-by-step illustrations and detailed text – making it more suitable for students with good reading ability.

The table below lists the prices and links to the publisher’s sites.

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